Chapter Lesson Organization: Chapter 11 A World in Flames ...

U.S. HISTORY LESSON PLAN ¨C CHAPTER 11 OVERVIEW

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Chapter Lesson Organization: Chapter 11 ¨C A World in Flames, 1931-1941, is a part of a

larger unit, Unit 4, entitled Global Struggles 1931-1960. The text and lesson plans provided

below, breaks this chapter into four separate sections/lessons. This chapter is intended to be

taught over eight, 45 minute, class periods with the chapter introduction and final assessment

taking a half period each.

Chapter in Context: Germany invaded Poland in 1939, thus formally beginning World War II.

In addition to invading neighboring countries, Adolf Hitler was persecuting European Jews.

While Europe fought this war, the United States adopted a policy of neutrality, hoping to keep

the country out of war. In 1941, Japan attacked the American naval base in Pearl Harbor,

Hawaii, and the United States entered the war (Textbook teacher introduction, p. 530B).

Grade Level: 11

Subject Area: U.S. History

Assigned Reading: Chapter 11: A World in Flames, textbook: The American Vision: Modern

Times, Glencoe: McGraw Hill publishers, 2006, p. 530-541.

Reading Lexile? Level: 1070L (Current Lexile Band for grades 11-CCR and grades 9-10 on

the "Stretch" Lexile Band).

U.S. HISTORY LESSON PLAN ¨C CHAPTER 1, SECTION 1

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Subject Area: Chapter 11, Section 1 ¨C A World in Flames: 1931-1941

Instructional Concept: This lesson plan outlines the standards/benchmarks, objectives, and

learning activities for the chapter introduction and Section 1 activities. This lesson spans two

class periods (90 minutes of instruction).

Materials Needed:

? Textbook: The American Vision: Modern Times, teacher wraparound edition. Glencoe:

McGraw Hill, 2006, p. 530-541.

? Digital world map outlining Axis and Allied nations.

? Laptop, active board, laser pointer

? White Board, dry erase markers and eraser

? 29 Vocabulary [Index] Cards with Envelopes for Introductory Reading Assessment

Activity: Cards will have one of the following: Benito Mussolini, Fascism, Vladimir

Lenin, Joseph Stalin, Adolf Hitler, Manchuria, Neutrality Act of 1935, Internationalism,

Anschluss, appeasement, blitzkrieg, Maginot Line, Winston Churchill, Battle of Britain,

holocaust, shoah, Nuremberg Laws, Wannsee Conference, concentration camps,

extermination camps, America First Committee, Lend-Lease Act, Hemispheric defense

zone, Atlantic charter, strategic materials, propaganda, discrimination, exploitation,

scapegoat. Each card is placed in a sealed envelope before distribution.

? Printed copies of Neutrality Act of 1935 excerpt (one copy per student) (Lexile level

1730L ¨C College Level).

? Poster board (3ea minimum), markers, scissors, glue, and construction paper.

? Section Assessment graphic organizer (with word bank) listing the country, its leader,

and ideology.

ND Standards & Benchmarks:

? Standard 1: Students apply Social Studies skills and resources

o 9-12.1.2 ¨C Interpret and evaluate documents (e.g. primary and secondary sources,

fact, fiction, or opinion) to enhance the understanding of social studies content.

o 9-12.1.5 ¨C Apply social studies skills (e.g., recognize cause and effect, trends,

multiple perspectives, change) in real-life contexts¡­

? Standard 2: Students Understand Important Historical Events¡­

o 9-12.2.4 ¨C Analyze the major political, economic and social developments that

occurred between World War I and World War II (e.g. Red Scar, Roaring 20's,

Great Depression, New Deal

o 9-12.2.5 ¨C Trace the causes, course, and legacy of World War II (e.g., totalitarian

regimes; Pacific theater, European theater, home front)

Objectives:

? 1. I can ANALYZE and EVALUATE conditions, actions, and motivations that

contribute to conflict and cooperation within and among nations.

? 2. I can EXPLAIN and DEMONSTRATE conditions and motivations that contribute to

conflict, cooperation, and interdependence among groups, societies and nations

? 3. I will KNOW how conditions of European Nations, particularly Germany, at the end

of World War I, affected the rise of dictatorships before World War II.

U.S. HISTORY LESSON PLAN ¨C CHAPTER 1, SECTION 1

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4. I can UNDERSTAND why the United States strove for neutrality as the world

approached World War II.

Prior knowledge from Unit 3 is assumed¡­ knowledge of U.S. involvement in World War

I and the post war years to include the Roaring 20s and the Great Depression and the

New Deal.

Learning Activities:

? Chapter Review: Overview Chapter objectives and instruction timeline for this chapter's

instruction (5 minutes).

? Conduct Small Group Activity 1: This activity is designed as an anticipatory set for the

upcoming lesson. Breaking the class into small groups (3-4 students each), students are

asked to make/brainstorm ideas for events or conditions (economic, political, and social)

they believe helped cause World War II ¨C these should be taken from prior knowledge

covered in previous units. (10 minutes).

? Pre-Reading Assessment Activity (Five Card Draw): This activity is designed to

frontload key terms, people and vocabulary for the upcoming chapter. As students enter

the classroom, give each a chapter vocabulary card (contained in a sealed envelope).

After the previous small group activities are complete, have students open their

envelopes, find other students with cards that can be grouped or categorized along with

theirs. Once students have formed their groups, each group writes their words on the

board, defines/explains them and tells how they are related. (10 minutes).

? Small Group Activity 2 (Project-based instruction): Students are broke into three small

groups. Each group is assigned a potion of the text dealing with either: Fascism in Italy

and Germany, Communism in the U.S.S.R, and Militarism in Japan. Each group, using

their assigned sections, will develop a "propaganda" poster designed to persuade readers

why they should embrace that particular political movement and its goals (30 minutes).

Presentation of each poster is 3 minutes each (10 minutes total).

? Individual Activity (Persuasive Writing): Each student will read the text sections

concerning the Nye Committee, Legislating Neutrality (to include the Neutrality Act of

1935) and Roosevelt and Internationalism (p. 540-541). Students will write a newspaper

editorial urging fellow citizens to either embrace isolationism or international ism after

World War I. Students must state specific reasons to persuade their audience. (25

minutes).

? Homework: Assign students pages 542-548 to read for homework and assign questions

in preparation for next lessons Socratic Seminar (See Section 2 Lesson Plan for

questions).

Assessment:

? Propaganda Poster is informally assessed to gauge learning/comprehension on reading

assigned and completed in class (Objectives 1, 2, 3).

? Editorial writing assignment is graded using designed rubric (Objective 4).

? Each student will complete graphic organizer comparing each nation studied in this

section, the name of the leader, and it's political ideology leading up to World War II.

(Objectives 1 and 4).

Reflection: N/A

U.S. HISTORY LESSON PLAN ¨C CHAPTER 1, SECTION 2

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Subject Area: Chapter 11, Section 2 ¨C World War II Begins

Instructional Concept: This lesson plan outlines the standards/benchmarks, objectives, and

learning activities for Section 2 of Chapter 11. This lesson will span two class periods (90

minutes of instruction).

Materials Needed:

? Textbook: The American Vision: Modern Times, teacher wraparound edition. Glencoe:

McGraw Hill, 2006, p. 542-548.

? Digital world map outlining Axis and Allied nations.

? Laptop, active board, laser pointer

? White Board, dry erase markers and eraser

? Blank National Geographic/McGraw Hill European Maps 1939-1941 (one per student)

? Timeline sequencing graphic organizer outlining month and major activity of German

expansion in occurring in 1938-1939 (see text p. 542).

? Socratic Seminar pre assignment questions and guidelines.

ND Standards & Benchmarks:

? Standard 1: Students apply Social Studies skills and resources

o 9-12.1.1 Interpret and evaluate a variety of visual representations (e.g. charts,

graphs, timelines, maps, etc.)

o 9-12.1.5 ¨C Apply social studies skills (e.g., recognize cause and effect, trends,

multiple perspectives, change) in real-life contexts¡­

? Standard 2: Students Understand Important Historical Events¡­

o 9-12.2.4 ¨C Analyze the major political, economic and social developments that

occurred between World War I and World War II (e.g. Red Scare, Roaring 20's,

Great Depression, New Deal)

o 9-12.2.5 ¨C Trace the causes, course, and legacy of World War II (e.g., totalitarian

regimes; Pacific theater, European theater, home front)

Objectives:

? 1. I can DESCRIBE how and why European leaders attempted to appease Adolf Hitler to

avoid war.

? 2. I can EXPLAIN the events that led to the onset of another continental war in Europe.

? 3. I can DISCUSS Britain's resolve in the early years of the war.

? 4. I can visually OUTLINE how the Axis Powers expanded between 1935 and 1941.

Learning Activities:

? Section Review: Overview section objectives and instruction (5 minutes)

? Individual Activity (Sequencing Exercise): Students are given graphic organizer

allowing sequencing of events of German expansion between 1937 and 1939. This

activity reviews the homework assigned the day prior and puts lesson activities into

perspective. The organizer is reviewed as a class before moving to next activity (15

minutes).

U.S. HISTORY LESSON PLAN ¨C CHAPTER 1, SECTION 2

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Small Group Activity (Map Exercise): Separating the class into small, 3 person groups,

each group will receive blank maps of Europe, circa 1935-1941 and label the following:

Norway, Sweden, Finland, Poland, Estonia, Latvia, Lithuania, Prussia, U.S.S.R., Hungary

Czechoslovakia, Austria, Switzerland, France, Vichy-France, Spain, Ireland, United

Kingdom, Turkey, Romania, Bulgaria, Yugoslavia, Greece, Albania, Italy, and the

Maginot and Siegfried Lines. Small groups will also research and answer the questions:

(1) Why do you think Germany invaded the European nations in this order, and (2) Why

did the fortifications ultimately not achieve their purpose? (25 minutes total).

Small Group Reading Activity (Socratic Seminar): This activity is designed to facilitate

reading comprehension of both Sections 1 and 2 of Chapter 11, deeper understanding of

the actions that occurred leading up to World War II and assist students to apply their

knowledge gained in reading to apply their learning in facilitated question-and-answer

discussion (45 minutes total with set-up, the seminar itself, and closing).

Assessment:

? Timeline graphic organizer will be assessed to check on students understanding from

homework reading (Objective 2).

? Map Exercise will be informally assessed to check for spatial understanding (Objective

4).

? Socratic Seminar participation will be evaluated by using predesigned rubric (Objective 1

& 3).

Reflection: N/A

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